Methodological recommendations for the content of the correction corner

Contents of the guidelines:

1. Correction corner
2. Contents of the correction and development corner
3. Correctional lesson structure
4. List of references used
5. Appendices

The remedial activity has a logically complete, integral system limited by time frames. The remedial activity presents almost all the main elements of the remedial educational process: tasks, content, means, methods of organization.

The quality of the activity depends on the correct definition of each of these components and their rational combination.
When constructing a correctional activity, it is necessary to determine at what level the child will assimilate the proposed material:

at the level of interaction in the process of actions associated (joint) with the teacher;

• at the level of interaction through semi-conjugate (partially joint) actions with the teacher;

• at the level of perception (work after training experiment);

• at the level of application of knowledge by model;

• at the level of speech instruction.

The present content of special education for children with special educational needs determines a number of mandatory requirements for remedial occupation, which must be taken into account when constructing the structure of the occupation:

• All sessions have a flexible structure designed to meet the age characteristics of children and the severity of the defect.

Traditional techniques include the following types of work in class:

• the session should include both cognitive material and various relaxation exercises that promote children's development of communication skills, enrich emotional experiences, and shape personal development;

• the inclusion in the training structure of tasks contributing to the development of search actions;

• the presentation of the material in the session must be variable in its structure.

In some cases, ready-made information is presented in the form of a practical explanation, accompanied by a display and demonstration of certain actions with simple speech instructions.

In other cases, partial instructions are used to regulate the partial execution of an action, tasks with subsequent complications. Options for conjugate and semi-conjugate actions with the teacher are used.

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The methodological recommendations are presented in the form of a presentation in.ppt format (23 slides)